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| Preface | |
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| Introduction: The "Why" of this Book | |
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| Normal and Abnormal Speech Disfluency | |
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| Instructional Objectives | |
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| What Are Moments of Speech Disfluency? | |
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| Four Disorders that Yield Moments of Abnormal Speech Disfluency | |
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| Other Disorders Reported to Have a Stuttering-like Symptom | |
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| When Are Moments of Speech Disfluency Symptoms of a Fluency Disorder? | |
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| Fluency Disorders as Impairments, Disabilities, and Handicaps | |
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| Assignments | |
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| Symptomatology and Phenomenology of Fluency Disorders | |
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| Instructional Objectives | |
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| Symptomatology and Phenomenology of Stuttering | |
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| Symptomatology and Phenomenology of Cluttering | |
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| Symptomatology and Phenomenology of Neurogenic Acquired Stuttering | |
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| Symptomatology and Phenomenology of Psychogenic Acquired Stuttering | |
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| Assignments | |
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| The Person Who Has a Fluency Disorder | |
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| Instructional Objectives | |
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| The Person Who Stutters | |
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| The Person Who Manifests Cluttering | |
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| The Person Who Manifests Neurogenic Acquired Stuttering | |
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| The Person Who Manifests Psychogenic Acquired Stuttering | |
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| Assignments | |
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| Onset and Development | |
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| Instructional Objectives | |
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| Onset of Stuttering | |
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| Development of Stuttering | |
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| Onset and Development of Cluttering | |
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| Onset and Development of Neurogenic Acquired Stuttering | |
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| Onset and Development of Psychogenic Acquired Stuttering | |
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| Assignments | |
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| Etiology | |
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| Instructional Objectives | |
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| How Have Fluency Disorders Been Explained Historically? | |
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| Schemes for Categorizing Hypotheses about Stuttering | |
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| Is the Cause of Stuttering Physiological or Psychological? | |
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| What Factors Cause One Child to Be More at Risk for Stuttering than Another? | |
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| Why Do People Begin to Stutter? | |
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| Why Do People Continue to Stutter? | |
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| To What Extent Is Stuttering Learned Behavior? | |
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| Is Stuttering Truly a Disorder of Speech? | |
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| Is the Mystery of Stuttering Solvable? | |
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| Etiology of Cluttering | |
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| Etiology of Neurogenic Acquired Stuttering | |
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| Etiology of Psychogenic Acquired Stuttering | |
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| Assignments | |
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| Evaluation: Principles and Methods | |
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| Instructional Objectives | |
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| Reasons for Evaluating Speech Fluency | |
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| An Overview of the Evaluation Process | |
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| Cultural Considerations | |
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| Determining Whether a Client Has a Fluency Disorder | |
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| Determining Whether the Client Is at Risk for Stuttering or Developing a Stuttering Overlay on Another Fluency Disorder | |
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| Determining the Type of Fluency Disorder | |
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| Identifying the Behaviors in the Set that Defines a Client's Fluency Disorder | |
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| Answering Questions | |
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| Assessing Motivation | |
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| Making a Prognosis | |
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| Reasons for Not Scheduling Therapy for a Client Who Has a Disorder | |
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| Communicating Questions, Answers, and Recommendations | |
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| Assignments | |
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| Intervention: Principles, Goals, and Strategies | |
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| Instructional Objectives | |
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| "Do No Harm" | |
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| The Therapeutic Relationship | |
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| Cultural Considerations | |
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| Establishing Goals | |
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| Selecting and Implementing Intervention Strategies | |
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| Selecting and Implementing Intervention Strategies for Cluttering | |
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| Selecting and Implementing Intervention Strategies for Neurogenic Acquired Stuttering | |
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| Selecting and Implementing Intervention Strategies for Psychogenic Acquired Stuttering | |
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| Self-help for Stuttering and Other Fluency Disorders | |
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| Assessing/Documenting Therapy Outcome | |
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| Assignments | |
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| Preventing Stuttering | |
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| Instructional Objectives | |
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| Cultural Considerations | |
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| Preventing Stuttering in Young Children | |
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| Preventing Stuttering from Becoming a Disability and/or a Handicap | |
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| Preventing Overlays of Stuttering on Other Fluency Disorders | |
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| Can Cluttering, Neurogenic Acquired Stuttering, and Psychogenic Acquired Stuttering Be Prevented? | |
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| Appendices | |
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| References | |
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| Name Index | |
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| Subject Index | |